This document discusses factors to consider for effective teaching of English as a foreign language to young learners. It outlines that programs should have clear goals and objectives, learner-centered approaches, and materials appropriate for the age and context. Teachers require specialized training in teaching English as well as child development. Institutions must provide adequate resources and support that value learners' home cultures. Effective programs balance these factors of planning, teachers, and support within the local educational and cultural setting.
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
Two way learning: preservice teachers and supervising teachersMATSITI
In 2014-2015, a team of Elders, Aboriginal and non- Indigenous academic staff have worked together to conduct a professional development program that would challenge supervising teachers’ views of Aboriginal and Torres Strait Islander learners.
Presentation by Deborah Heck and Daniel Neil, University of Southern Queensland
1 October 2015, Adelaide
www.matsiti.edu.au/events/ourmobteach
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Framework for national curriculum report on a pageAlison Hardy
Summary document on the National Curriculum review. This is not a DoE document. Go to https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 for more detail.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
Two way learning: preservice teachers and supervising teachersMATSITI
In 2014-2015, a team of Elders, Aboriginal and non- Indigenous academic staff have worked together to conduct a professional development program that would challenge supervising teachers’ views of Aboriginal and Torres Strait Islander learners.
Presentation by Deborah Heck and Daniel Neil, University of Southern Queensland
1 October 2015, Adelaide
www.matsiti.edu.au/events/ourmobteach
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Framework for national curriculum report on a pageAlison Hardy
Summary document on the National Curriculum review. This is not a DoE document. Go to https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 for more detail.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
How to Write Your Teaching Philosophy for Jobs in Academia (Part 1)Trident University
If you are interested in teaching at an institution of higher learning, this webinar is for you. This workshop will provide essentials of what to include in your teaching philosophy for careers in academia.
With Dr. Stephen Fitzgerald (Moderator); Dr. Tanya Murray (Presenter)
About CORE:
The Culture of Research and Education (C.O.R.E.) webinar series is spearheaded by Dr. Bernice B. Rumala, CORE Chair & Program Director of the Ph.D. in Health Sciences program in collaboration with leaders and faculty across all academic programs.
This innovative and wide-ranging series is designed to provide continuing education, skills-building techniques, and tools for academic and professional development. These sessions will provide a unique chance to build your professional development toolkit through presentations, discussions, and workshops with Trident’s world-class faculty.
For further information about CORE or to present, you may contact Dr. Bernice B. Rumala at Bernice.rumala@trident.edu
Just a sample job motivation letter to guide those who have not yet written job motivation letters. You may want to do yours better. This sample will help you.
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
ESL Specialist Certification Program (six-course series)
$2,600.00
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
CUSTOMIZE YOUR OWN SCHEDULE: (888) 936-8626
START DATE:
Select Start Date
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OVERVIEW
Developed to WIDA Standards
Course Instructor: Susan Evans
Course Six Course Fast Track Duration: 8-12 months, the student may take up to 3 years to complete
Course Type: Facilitated
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FINANCING OPTION AVAILABLE: No interest or payments for six months. Approval is in seconds. learn more
Teachers entering the workforce often struggle with how to use a language-focused, quality curriculum that maintains academic rigor and high expectations for English language learners. Participants in this program will learn how to efficiently and effectively instruct English language learners using research-based methodologies regarding language structures, functions, forms, patterns, and conventions of oral and written language in alignment with Pennsylvania’s English Language Proficiency Standards (ELPS) and the Common Core while applying instructional practices that provide students with comprehensible input. Educators exiting this program will also be well-equipped to use data to inform their instruction through the competent implementation of Pennsylvania’s mandated English language proficiency assessments (ACCESS for ELLs and W-APT) as well as formative assessments.
Important: Amid Covid-19, approved by the Pennsylvania Department of Education, all mentoring will be done online until further notice. Each participant will have an eAdviser assigned to them for the duration of the course and as they need assistance throughout the year. Our ESL eAdvisers will support and guide you to meet all homework and in-classroom learning criteria.
ESL PROGRAM SPECIALIST CERTIFICATION IS APPROVED BY THE PENNSYLVANIA DEPARTMENT OF EDUCATION
COURSE DESCRIPTIONS
ESL01 DEVELOPING CULTURAL AWARENESS AND SENSITIVITY | 8 WEEKS
This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. It also includes cultural awareness activities for promoting school staff understanding about other cultures and in comparison to American culture and strategies for working with English Language Learners. Participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate
Reporting progress and achievement for English Language LearnersLearning Media, NZ
This presentation was prepared for the Learning Media National Seminar (April 2010). It explains how to report against the National Standards (in New Zealand) for English Language Learners' progress.
(c) Learning Media Ltd. (NZ)
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Position statement on teaching English as a foreign
1. Position Statement on Teaching English as a Foreign
or Additional Language to Young Learners
Policy changes mandating the earlier introduction of English in foreign language settings are
increasingly being implemented worldwide. Although research has suggested that age may have
an effect as to the way a language is learned, age alone does not determine success in learning a
foreign language. As various sociocultural contexts, government policies, and historical language
practices will all impact the success or failure of a language instructional program, there is no
single best way to implement an English as a foreign or additional language (EFL/EAL) program
for young learners. Rather, effective EFL/EAL teaching for young learners starts with a clear
understanding of the following factors and how they relate to one another.
Program planning, content, and learner goals: Those involved in teaching EFL/EAL to
young learners should have a clear understanding of the program’s objectives and goals,
as well as the extent and structure of the program. What students should know and be
able to do should be clearly outlined and established along with how that is to be
measured. Where academic-level proficiency is desired, there should be long-term
strategies for continued support and articulation between educational levels. The program
should have a learner-centered approach, and materials should be selected in accordance
with the age of the children, the length of the program, its objectives, and the learning
environment. Teachers, trainers, and teacher associations should all be partners in
program development, and planners should be flexible in regards to methodology.
Effective teachers: As stated in TESOL’s Position Statement on Teacher Quality in the
Field of Teaching English to Speakers of Other Languages (June 2003), native speaker
proficiency in the target language alone is not a sufficient qualification for such teaching
positions; the field of teaching English to speakers of other languages (TESOL) is a
professional discipline that requires specialized training. Therefore, qualified ESL and
EFL educators not only should demonstrate written and oral proficiency in the English
language (regardless of native language), but also should demonstrate teaching
competency. Teachers should have training in teaching EFL/EAL, as well as in the ways
young students learn. Effective EFL/EAL teachers should themselves be successful and
experienced language learners. Just as important are teachers’ personal attitudes toward
continued education and learning and their willingness to model language learning for the
students with whom they work. Where applicable, EFL/EAL educators should receive the
necessary degree, licensing, validation, or certification as determined by their institution,
country, or region from qualified EFL/EAL teacher educators.
Programmatic and institutional support: Depending upon the program model and
methodology employed, institutions need to be able to provide the type and level of
resources necessary to support the program. Support materials should be designed for
both teachers and students with the appropriate cultural context of the country in mind.
The culture of the EFL/EAL young learner should be regarded as a valued and respected
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2. Position Statement on Teaching English as a Foreign or Additional Language
to Young Learners (continued)
resource that informs decisions regarding approaches, techniques, activities, learning
styles, curriculum design, and materials whether the young learner is in his/her native
cultural setting or in a mixed-culture setting in a classroom in a country where English is
spoken as a native language. Institutions should provide resources for young learners to
be able to portray their cultural values within English-speaking contexts, whenever
possible, with the sole purpose of strengthening their own cultural identity at the same
time as they are exposed to EFL/EAL learning experiences. Additionally, resource
materials should be provided in sufficient quantities so that teachers can do their work
well and productively. Community and home support for the program should be
encouraged, as well as continued professional development for teachers, as it is an
essential part of effective teaching.
What is most important to understand about these factors is that they need to be defined for and
understood within the local educational and cultural context. In addition, while the three factors
are related, there is not necessarily a direct correlation among them. Just as there is no one way
to teach a language, there is no one program or model for all educational contexts. Finding the
right balance among these three factors is a key part of delivering an effective program.
Resources
Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London:
Routledge.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University
Press.
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles
underlying the teaching of language to very young learners. European Commission.
Holliday, A. (1994). Appropriate methodology and social context. , Cambridge: Cambridge
University Press.
Holliday, A. (2005). Oxford applied linguistics: The struggle to teach English as an
international language.
McCloskey, M. L., Orr, J., & Dolitsky, M. (Eds.). (2006). Teaching English as a foreign
language in primary school. Alexandria, VA: TESOL.
Approved by the Board of Directors
October 2003
Revised October 2009
2